Beyond Academics at Golder College Prep / Chicago, IL

chool administrators, teachers, and Principal: Rosa Alanis students herald Golder College Preps School schedule: 8:00am3:20pm engaging enrichment Early release: 8:20am1:40pm (Fri.) opportunities as one Additional time compared to of the distinguishing elements of the schools surrounding district: 80 min/day design. Students at Golder, and 7 days/year located in Chicago, Illinois, Student Population are enrolled in a robust academic schedule: All Grades served: 912 students take two English Number of students: 540 classes and two math Qualify for free/reduced lunch: 88% classes throughout their tenure at the school as well Students Scoring At or Above Proficient as college-prep science, on the Illinois Standards Achievement social studies, foreign Test in 2010 language classes, and (difference compared to surrounding more typical specials district) classes including physical ELA: 47% (+14%) education, art, and music. In addition to this full Math: 49% (+20%) program of studies, over the course of their four years at Golder, students also are required to complete 200 hours of enrichment activities outside of the traditional school day. To fulfill this 200-hour requirement, students can select from a diverse array of activities that take place after the seven-hour-and-20-minute school day ends or on weekends, or during school vacations (including summer). We have everything from cooking to guitar to documentary filmmaking during a semester, says Michael Kucera, assistant principal of curriculum and professional development, describing the after-school electives available on the Golder campus. These after-school enrichment classes generally occur in either two one-hour blocks or one two-hour block per week. But, Kucera adds, students can also get enrichment credits for activities that are not affiliated with the schoolfrom participating in anything from Drivers Ed to boxing to summer programs at universities. After-school enrichment activities can be initiated and run by school staff members, outside instructors, or even students themselves. My

Golder College Prep

friend created an environmentalist club, one student explains. I like that I can get credit for being a part of something like that. Some student clubs count for enrichment credit, while others are more casual and do not provide students with credits. Administrators attribute the high level of student engagement and the lack of discipline problems during enrichment activities to the fact that students can create these electives around their own passions and self-select into classes and clubs that interest them. Community service experiences are a central component of Golder College Preps enrichment program. Every quarter, each student must complete five hours of community service. Students must switch service sites each quarter, in order to learn about a range of social issues, have a diverse set of experiences, and meet as many new contacts as possible. This semester were going to Nicaragua to build wells, says a senior at Golder. The community service requirement is good for our transcripts the student says. And Ive made good connections. One particularly popular activity is ROTC. Currently, 120 students at Golder College Prep participate in ROTC training as an enrichment activity. Its not about training to be in the military, says a student who is involved. Its more about training on how to be a good citizen. The school also partners with other organizations, such as Summer of a Lifetime and Right Angle, to provide Golders students with opportunities to leave Chicago for the summer to enroll in college courses. These summer programs count toward students enrichment requirements and provide exposure to the academic, social, and cultural opportunities and challenges that exist in higher education. Such experiences are particularly important because over 90 percent of the students at Golder will be the first in their families to attend college. The school emphasizes that to truly prepare its low-income student body for college, it must not only provide strong academic programs, it must also expose students to the types of activities that students from more affluent backgrounds participate in during high school.

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